Gifted and Talented
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Gifted and Talented
The term “Gifted and Talented” refers to students who are traditionally identified with a higher-than-average score on an Intelligence Quotient (IQ) test. The gifted learner is typically within the top 2% of standardized IQ scores – in other words, possesses an IQ of approximately 130+. Another term for this is “intellectual giftedness” which is usually believed to be an innate, personal aptitude for intellectual activities that cannot be acquired through personal effort. Intellectual giftedness may be general or specific. For example, an intellectually gifted person may have a striking talent for mathematics, but not have equally strong language skills. Intellectual giftedness is not the only form of talent. Howard Gardner's theory of multiple intelligences proposes several kinds of non-intellectual "intelligences", such as bodily-kinesthetic intelligence and interpersonal intelligence. Emotional intelligence is a broad term for one type of non-intellectual intelligence.
In an article by Jeremy S. Page entitled “Challenges Faced by ‘Gifted Learners’ in School and Beyond” Page hits on many important issues that students who may be “gifted and talented” face as well as offers many ways that educators and other individuals may be able to assist in the betterment of the “gifted and talented” educational experience. Page states that “gifted learners, although possessing higher levels of intelligence than their peers, are disadvantaged in the sense that they frequently do not, or are not given the opportunity, to reach their full potential”. He continues his argument by stating that many of these gifted students and labeled as “underachievers” because the adults around do not know how to properly cater to these learners. Gifted learners have special educational needs that, if not met, will often manifest themselves through laziness, low self-esteem, or boredom. This issue is worsened by the disagreement over exactly what constitutes ‘gifted’....
The term “Gifted and Talented” refers to students who are traditionally identified with a higher-than-average score on an Intelligence Quotient (IQ) test. The gifted learner is typically within the top 2% of standardized IQ scores – in other words, possesses an IQ of approximately 130+. Another term for this is “intellectual giftedness” which is usually believed to be an innate, personal aptitude for intellectual activities that cannot be acquired through personal effort. Intellectual giftedness may be general or specific. For example, an intellectually gifted person may have a striking talent for mathematics, but not have equally strong language skills. Intellectual giftedness is not the only form of talent. Howard Gardner's theory of multiple intelligences proposes several kinds of non-intellectual "intelligences", such as bodily-kinesthetic intelligence and interpersonal intelligence. Emotional intelligence is a broad term for one type of non-intellectual intelligence.
In an article by Jeremy S. Page entitled “Challenges Faced by ‘Gifted Learners’ in School and Beyond” Page hits on many important issues that students who may be “gifted and talented” face as well as offers many ways that educators and other individuals may be able to assist in the betterment of the “gifted and talented” educational experience. Page states that “gifted learners, although possessing higher levels of intelligence than their peers, are disadvantaged in the sense that they frequently do not, or are not given the opportunity, to reach their full potential”. He continues his argument by stating that many of these gifted students and labeled as “underachievers” because the adults around do not know how to properly cater to these learners. Gifted learners have special educational needs that, if not met, will often manifest themselves through laziness, low self-esteem, or boredom. This issue is worsened by the disagreement over exactly what constitutes ‘gifted’....